Certificate No.

AJA19-0226

EASTERN SAMAR STATE UNIVERSITY

GRADUATE SCHOOL

Topic: CHAPTER 8 (THE TEACHING OF ARALING PANLIPUNAN)

Subject: Teaching & Supervision of Social Science

Reporter: MARIEL A. LAPADA

Professor: Dr. Lorna D. Capito

I. OBJECTIVES

After the discussion, the MAED-EE students will attain the following
objectives:

 show the alignment of the intended outcomes, the Grade level standards and
scope of the teaching of Araling Panlipunan
 Cite concrete application of the Guiding Principles in the teaching of Araling
Panlipunan
 Identify the appropriate methods and technique activities for competencies selected
from the Araling Panlipunan Curriculum guide.

II. INTRODUCTION

With renewed emphasis on the basics and vocational efficiency of self-

reliance, the Social Science subject usually gets the ax in curriculum reforms. If
you compare the number of hours spent for Junior High School curriculum in
2013 Enhanced Basic Education (popularly known as k to 12 Curriculum).
Araling Panlipunan has 3 hours a week only compare to English, Science, Math,
Music, Health, Physical Education and Technology Livelihood Program (TLE)
which all have 4 hours. With just 3 hours allotted for the Teaching of Araling
Panlipunan and given the breadth of the course (Social Sciences) is plural, you
have to devote every minute seriously teaching Araling Panlipunan.
 Certificate No. AJA19-0226

III. CONTENT

The Teaching of Araling Panlipunan (Social Studies)

LESSON 1

The Goals and Scope of the Teaching and Learning of Araling Panlipunan (Social Studies)

The K to 12 Curriculum Guide for Araling Panlipunan develop by the Department of

Education, states:

…tunguhin (goal) ng K to 12 kurikulum ng Araling Panlipunan ang makahubog ng

mamamayang mapanuri (analytical), mapagmuni (creative), mapanagutan (responsible),
produktibo(productive), makakalikasan(cares for environment), makabansa (nationalistic)
at makatao (cares for humanity) na may pambansa at pandaigdiganng pananaw (has
national and global awareness) at pagpapahalaga sa mga usaping pangkasaysayan at
panlipunan (appreciation for current and social issues).

…layunin ng pagtututro ng k to 12 Araling Panlipunan na malinang sa mag aaral ang pag-

unawa sa mga pangunahing kaisipan at isyung pangkasaysayan, pangheograpiya,
pampulitika, ekonomiks at kaugnay na disiplinang panlipunan upang siya ay makaalam,
makagawa, maging ganap at makipamuhay (pillars of learning).
Nilalayon ng Araling Panlipunan kurikulum na makalinang ng kabataan na may
tiyak na pagkakilanlan at papel bilang pilipinong lumalahok sa buhay ng lipunan, bansa at
daigdig.

To sum up, the teaching of Araling Panlipunan is expected to contribute to the

development of a wholistically developed citizen who is aware and knowledgeable of and
critically analyzes current social issues and concerns in the local and global level. This
awareness is an enlightened one and so leads him/her to respond ethically and participate
actively in the resolution of these issues and concerns. The phrase “wholistically
developed citizen” implies that it is not enough that the student of Araling Panlipunan
learns knowledge (names, dates and events) skills nd attitude. These knowledge, skills
and attitudes prod him/her to participate actively as a citizen in the resolution of problems
in his community. This community encompasses his/her immediate local community
including his/her country, the world and the environment. In short, Araling Panlipunan is
education for citizenship.
The grade level standards are more specific than the intended Araling
Panlipunan outcomes. But together with the scope/content, they have to be aligned to the
intended outcomes. The content is taught following the spiral progression approach, an
 Certificate No. AJA19-0226

approach that teaches the same essential content but treated in an increasing complexity
across the grades.

THE KEY STAGE STANDARDS

The Araling Panlipunan Curriculum Guide specified the outcomes of teaching Araling
Panlipunan after each key stage. They are given below;

k-3 4-6 7-10

Naipapamalas ang panimulang Naipamamalas ang mga Naipamamalas ang mga

pag unawa at pagpapahalaga sa kakayahan bilang batang kakayahan bilang kabataang
sarili, pamilya, paaralan, at produktibo, mapanagutan at mamayang Pilipino na
kumunidad, at sa mga batayang makabansang mamayang Pilipino mapanuri, mapagnilay,
konsepto ng pagpapatuloy at gamit ang kasanayan sa malikhain, may matalinong
pagbabago, distansiya at pagsasaliksik, pag sisiyasat, pagpapasya at aktibong
direksiyon gamit ang mga mapanuring pag-iisip, matalinong pakikilahok, makakalikasan,
kasanayan tungo sa malalim ng pagpapasya, pagkamalikhain, mapanagutan,produktobo,
pag unawa tungkol sa sarili at pakikipaglapwa,likas kayang makatao at makabansa gamit
kapaligirang pisikal at sosyo- paggamit ng pinagkukunag yaman ang mga kasanayan sa
kultural, bilang kasapi ng sariling at pakikipagtalastasan at pag pagsisiyasat, pagsusuri ng
komunidad at ng mas malawak na uunawa sa mga batayang datos at ibat-ibang
lipunan. konsepto ng heograpiya, sanggunian, pagsasaliksik,
kasaysayan, mabisang komunikasyon at
ekonomiya,pamamahala,sibika at pag unawa sa mga batayang
kultura tungo sa pagpapanday ng konsepto ng heograpiya,
maunlad na kinabukasan para sa kasaysayan,ekonomiya,
bansa. politika at kultura tungo sa
pagpapanday ng maunlad na
kinabukasan para sa bansa.
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The Grade Level Standards and Subjects of Araling Panlipunan

The Grade level standards of Araling Panlipunan make more specific the key stage
standards of Araling Panlipunan as a course. With specific content per grade level, the
outcomes of Araling Panlipunan as a whole become more specific, too. Below is a list of
Grade level standards of the Araling Panlipunan subject per grade level.

Saklaw at Daloy ng Kurikulum

Naipamamalas ang kamalayan bilang batang Pilipino sa katangian at bahaging

ginagampanan ng tahanan, paaralan at pamayanan tungo sa paghubog ng isang
mamamayang mapanagutan, mapagmamahal sa bansa at pagmamalasakit sa kapaligiran
at kapwa.

Baitang Pamantayan sa Pagkatuto

K Naipamamalas ang panimulang pag-unawa sa pagkilala sa sarili at pakikipag

ugnayan sa kapwa bilang pundasyon sa paglinang ng kamalayan sa kapaligirang
sosyal.

1 Naipapamalas ang kamalayan at pag unawa sa sarili bilang kasapi ng pamilya at

paaralan at pagpapahlaga sa kapaligirang pisikal gamit ang konsepto ng
pagpapatuloy at pagbabago, interaksiyon, distansiya at direksiyon tungo sa
pagkakakilanlan bilang indibidwal at kasapi ng pangkat ng lipunan/kumunidad.

2 Naipamamalas ang kamalayan, pag-unawa at pagpapahalaga sa kasalukuyan at

nakaraan ng kinabibilangang kumunidad, gamit ang konsepto ng pagpapatuloy at
pagbabago, kapangyarihan, pamumuno at pananagutan, pangangailangan at
kagustuhan, pagkakakilanlan, mga simpleng konseptong heograpical tulad ng
lokasyon at pinagkukunang yaman at ng mga saksi ng kasaysayan tulad ng
tradisyong oral at mga labi ng kasaysayan.
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3 Naipamamalas ang malawak na pag-unawa sa pagpapahalaga ng mga kumunidad

sa pilipinas bilang bahagi ng mga lalawigan at rehiyon ng bansa batay sa
(a)katangiang pisikal (b) kultura ©kabuhayan (d) pulitikal, gamit ang malalim na
konsepto ng pagpapatuloy at pagbabago, interaksiyon ng tao at kapaligirang pisikat
at sosyal.

4 Naiagmamalaki ang pagka Pilipino at ang bansang pilipinas na may pagpapahalaga

sa pagkakiba-iba ng mga kulturang Pilipino batay sa paggamit ng mga kasanayan
sa heograpiya, pag unawa sa kultura at kabuhayan, pakikilahok sa mga
pamamahala at pagpapahalaga sa mga mithiin ng bnsang pilipinas.

5 Naipamamalas ang pag unawa at pagpapahalaga sa pgkabuo ng kapuluan ng

pilipinas at mga sinaunang lipunan hanggang sa mga malalaking
pagbabagong pang ekonomiya at ang implikasyon nito sa panlipunan sa
simula ng ika anim na siglo, gamit ang batayang konsepto katulad ng
kahalagahang pangkasaysayan pagpapatuloy at pagbabago, ugnayang sanhi
at epekto tungo sa pahlinanng ng isang batang mamamayang mapanuri,
mapagmuni, responsible, produktibo, makakalikasan, makatao at makabansa
at may pagpapahalaga sa mga usapin sa lipunan sa nakaraan at
kasalukuyang tungo sa pagpanday ng maunlad na kinabukasan para sa
bansa.

6 Naipamamalas ang patuloy na pag unawa at pagpapahalaga sa kasanayan ng

pilipinas mula sa ika 20 siglo hanggang sa kasalukuyan, tungo sa pagbuo ng tiyak
na pagkakakilanlan bilang Pilipino at mamamayan ng pilipinas. Naipamamalas ang
malalalim na pag unawa sa kasaysayan ng pilipinas base sa pagsusuri ng sipi ng
mga piling primaryang sanggunian nakasulat, pasalita, adyo-biswal at kumbinasyon
ng mga ito, mula sa iba ibang panahon, tungo sa pagbuo ng makabansang
kaisipan na siyang magsisilbing basehan ng mas malawak na panananaw tungkol
sa mundo .

7 Naipamamalas ang malalim na pag unawa at pagpapahalaga sa kamalayan ng

heograpiya, kasaysayan, kultura, lipunan, pamahalaan at ekonomiya ng mga bansa
sa rehiyon tungo sa pagbuo ng pagkakakilanlang asyano at magkakatuwang na
pag unlad at pagharap sa mga hamon ng asya.
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8 Naipamamalas ang malalim na pag unawa pagpapahalaga sa sama-samang

pagkilos at pagtugon sa mga pandaigdigang hamon sa sangkatauhan sa kabila ng
malawak na pagkakaiba iba ng heograpiya, kasaysayan, kultura, lipunan,
pamahalaan at ekonomiya tungo sa pagkakaroon ng mapayapa maunlad at
matatag na kinabukasan.

9 Naipamamalas ang malalim na pag unawa at pagpapahalaga sa mga

pangunahing kaisipan at napapanahong isyu sa ekonomiks gamit ang mga
kasanayan at pagpapahalaga ng mga disiplinang panlipunan tungo sa
paghubog ng mamamayang mapanuri mapagnilay, mapanagutan,
makakalikasan, produktibo, makatarungan at makataong mamamayan ng
bansa at daigdig.

1 Naipamamalas ang malalim na pag unawa at pagpapahalaga sa mga

0 kontemporaryong isyu at hamong pang ekonomiya, pangka kalikasan, pampolitika,
karapatang pantao, pang edukasyon at pananagutang sibiko at pagkamamayan sa
kinakharap ng mga sa kasalukuyang panahon gamit ang mga kasanayan sa
pagsisiyasat, pagsusuri ng datos at ibat ibang sanggunian, pagsasaliksik,
mapanuring pag iisip, mabisang kumuniksyon at matalinong pagpapasya.
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Lesson 2

Guiding Principles in the Teaching of Araling Panlipunan (social studies)

Guiding Principles in the teaching of Araling Panlipunan

Effective teaching of Araling Panlipunan is characterized as;

 meaningful
 integrative
 value based
 challenging
 active

Effective Araling Panlipunan teaching is meaningful

 when students see the relevance and connection of their lesson to their lives
because it has real world application. Incorporating real-word examples makes
lesson more meaningful to the students because they will be able to connect
the learning to the bigger picture rather than just the classroom.

Araling Panlipunan teaching is meaningful when new information in Araling

Panlipunan lesson is connected to prior experiences of students. Meaning must be made,
and understanding must be earned.

Effective Araling Panlipunan teaching is Integrative

Araling Panlipunan as a subject itself is an integration of several interrelated

disciplines – history, economics, geography, political science, sociology, anthropology,
archaeology and psychology. The multidisciplinary and interdisciplinary nature of Araling
Panlipunan as a subject demand that Araling Panlipunan teaching should be integrative.

The Curriculum of Araling Panlipunan integrates the totality of human experience over
time and space. Araling Panlipunan is connecting with the past, linking to the present and
looking ahead to the future.

EFFECTIVE ARALING PANLIPUNAN TEACHING IS VALUE BASED

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The intended learning outcomes of Araling Panlipunan as a course/subject are in

affective domain, the development of mamamayang mapanagutan, makakalikasan,
makabansa at maka-tao. It is no wonder that powerful Araling Panlipunan teaching is
value-driven. In fact, it is only when Araling Panlipunan teaching reaches the value level
that Araling Panlipunan teaching becomes truly meaningful, hence effective.

In Araling Panlipunan classroom, students engage in experiences that develop fair

mindedness, respect for well supported positions, sensitivity to cultural similarities and
differences, and a commitment to individual and social responsibility.

EFFECTIVE ARALING PANLIPUNAN TEACHING IS ACTIVE

Araling Panlipunan teaching requires students to process and think what they
are learning. There is a profound difference between learning about the actions and
conclusions of others and reasoning one’s way toward those conclusions. Active learning
is ‘hands-on-minds-on-hearts-on’. In active learning, students work either individually or
collaboratively, using rich and varied sources, to reach understanding s, make decisions,
discuss issues and solve problems.

Effective araling panlipunan teaching as challenging

For Araling Panlipunan teaching and learning to be challenging, learning task

should neither be to easy to bore the students nor to difficult to discourage them. Araling
Panlipunan teachers knows their students more than anybody else so that they are in the
best position to determine when learning task are neither too easy nor difficult.
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Lesson 3
Methods and techniques in teaching Araling Panlipunan

Approaches in Teaching Araling Panlipunan

The k to 12 Curriculum Guide describes the teaching approach in the teaching of

Araling Panlipunan as based on konstruktibismo (constructivism), magkatuwang na
pagkatuto (collaborative learning), pagkatutong pangkaranasan at pangkonteksto
(experiential and contextual learning), pamaraang tematiko (thematic approach),
paksain/konseptual (conceptual approach), pagsisiyasat (survey), integratibo (integrative),
interdisiplinaryo (interdisciplinary) and multidisiplinaryo (multidisciplinary).

Constructivist Approach

 This approach is based on the assumption that the student come to the class
with entry knowledge and skills. The students reflect on this new learned
knowledge, continue to make new connections to other concepts learned and
construct new meaning.

Collaborative Learning

 This is based on the assumption of that students learn better when they learn with
others. Based on the principle of synergy, what a whole group of students can do is
more than the sum of each student can do separately.

Experiential and Contextualized Learning

 It is learning beginning with experience and ending with experience. Lessons

begin with a discussion of concrete experience and proceeds to an analysis
and reflection of the concrete experience that eventually leads to abstraction
or generalization which is brought back to the realm of experience for
application of what is learned which is another set of experience which can be
analyzed and reflected on and on.

 Experiential learning is inductive, learner centered and activity oriented.

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Five (5) phases of experiential learning

 Experiencing (an activity occurs);

 Sharing or publishing (recreation and observation are shared)
 Analyzing or processing (patterns and dynamic are determined);
 inferring or generalizing (principles are derived);
 Applying (plans are made to use learning in new situations)

It is also contextualized learning because learning is rooted in human

experience; meaning, the context of learning is experience itself. Araling panlipunan as a
subject develops the following themes across the grades of;

 (1) tao, kapaligiran at lipunan

 (2) panahon, pagtutuloy at pagbabago
 (3) kultura, panahon at pagkabansa
 (4) karapatan, pananagutan at pagkamamamayan
 (5) kapangyarihan, awtoridad at pamamahala
 (6) produksiyon, distribyusyon at pagkunsumo
 (7) ugnayang panrehiyon at pang mundo

This is an evidence of the use of spiral progression. To be truly spiral, this themes are
discuss in every grade level treated in an increasing complexity across the grades.

Thematic Method

The K to 12 Curriculum Guide for Araling Panlipunan enumerates the following themes
across the grades;
 (1) tao, kapaligiran at lipunan
 (2) panahon, pagtutuloy at pagbabago
 (3) kultura, panahon at pagkabansa
 (4) karapatan, pananagutan at pagkamamamayan
 (5) kapangyarihan, awtoridad at pamamahala
 (6) produksiyon, distribyusyon at pagkunsumo
 (7) ugnayang panrehiyon at pang mundo
as the name suggest, learning revolves around the theme.

Conceptual Approach

 it involves the process of concept information. concepts are “mental constructions

representing categories of information that contain defining attributes”.
For interactive teaching, the following variations of the conceptual approach may be
employed;
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 Present all the positive example to the students at once and have them determine
the essential attributes
 Present all of the positive and negative examples to the students without labeling
them as such. Have them group the examples into the two categories and
determine the essential attributes?

Have the students define, identify the essential attributes of, and choose positives example
for a concept already learned in class.

Integrative Approach

 This approach is anchored on the assumption that teaching and learning are more
meaningful and further enriched if lesson is connected to other disciplines
(interdisciplinary) and is connected to real life experiences (transdisciplinary). The
multidisciplinary and interdisciplinary approach are also integrative approach. They
integrate other related disciplines in the lesson development.

For meaningful, active, value based, integrative and challenging Araling Panlipunan
teaching, the following specific method are techniques are suggested;

1. TRI-Questions

This will enable the students to probe into events. Three questions are asked;
 What happened?
 Why did it happen?
 What are possible consequences?
In this lesson you do not just asked what happened and that’s the end. Digging into
the “why” and asking how it affects the students and you and all others is indeed
meaningful.

2. Moral Dilemma Method

In a moral dilemma a person is thorn with 2 actions. What are the crucial features of
moral dilemma?

1) The person is required to do each of the two actions

2) The person can do each of the actions
3) The person cannot do both of the actions
4) The persons thus seem condemned to moral failure; no matter what she does,
she will do something wrong (0r fail to do something that she ought to do).
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3. Lesson Indigenization

In indigenization, concepts are explained using thought pattern, materials of

indigenous communities.

Here are the following techniques of indigenization's;

a) Citing examples from the local culture related to the topic

b) Using indigenous knowledge, local songs-music-poems.
c) using indigenous aids as artifacts
d) Discussing local problems and issues
e) Preserving local songs, dances and games
f) Using the local language in teaching
g) Putting up learning resources centers where local artifacts are displayed
h) Incorporating community resources in teaching – visit scenic spots inviting
local person as resource
i) Participating in local celebrations

4. Using varied learning activities to cater to students multiple intelligence and learning style.

Intelligence Example of classroom activities

Verbal-linguistic Discussions, debates, journal writing, conferences, essays,

stories, poems, story telling, listening activities, reading.

Logical Calculations, comparison, experiments, number games, using

mathematical evidence, formulating and using hypothesis, deductive and
inductive reasoning.
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Spatial Concepts map, graph, charts, art, project, metaphorical thinking,

visualization, videos, slide presentation.

Bodily Role-playing, dance, athletic activities, manipulatives, hand-on

kinesthetic demonstration, concept miming.

Musical Playing music, singing, rapping, whistling, clapping, analyzing

sound and music

Intelligence Example of classroom activities

Interpersonal Community-involvement projects, discussion, cooperative

learning, team games, peer tutoring, conferences, social
activity, sharing.

Intrapersonal Student choice, journal writing, self-evaluation, personal

instruction, independent study, discussing feelings,
reflecting.

Naturalist Ecological fieldtrips, environmental study, caring for plants

and animals, outdoor work, pattern recognition.
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Existentialist Reflection, diary, journal entry.

Learning style Example of classroom activities

Mastery Direct instruction. Drill and repetition. Demonstration.

exercise Competitions.
practice
Activities that focus on: organizing and managing
information; practicing a skill observing describing,
memorizing, categoring.

Interpersonal Team games, peer tutoring, conferences, social activity,

experience- sharing.
personalize
Activities that focus on: describing feelings, empathizing,
responding, valuing.

Understandin Discussions, debates, journal writing, conferences, essays,

g explain- stories, poems, story telling, listening activities, reading.
prove
Activities that focus on; classifying, analyzing, using
evidence applying, comparing and contrasting, evaluating.

Self- Divergent thinking, metaphors, creating arts activities,

expressive imagining, open-ended discussion, imagery, creative problem
solving.
Explore-
produce Activities that focus on; hypothesizing, synthesizing,
symbolizing, creating, metaphorical expression, self-
expression
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5. The conduct of survey or interview

 to gather data, recording, organizing, analyzing, and interpreting data to answer

given problem is “hand-on, minds—on, hearts-on” activity. The teaching and
learning of Araling Panlipunan is active if it engages students in the learning
process.

6. Service learning

 this means that teaching learning of the standard for subjects like language arts,
science and social studies, was intensified by their making of pamphlets on the pros
and cons of pesticide. The students learned their lesson and at the same time
served the community, an effective way of inculcating service-orientedness. It is
service learning indeed.

IV. SUMMARY

To sum up, the teaching of Araling Panlipunan is expected to contribute to the

development of a wholistically developed citizen who is aware and knowledgeable of and
critically analyzes current social issues and concerns in the local and global level. This
awareness is an enlightened one and so leads him/her to respond ethically and participate
actively in the resolution of these issues and concerns. The phrase “wholistically
developed citizen” implies that it is not enough that the student of Araling Panlipunan
learns knowledge (names, dates and events) skills nd attitude. These knowledge, skills
and attitudes prod him/her to participate actively as a citizen in the resolution of problems
in his community. This community encompasses his/her immediate local community
including his/her country, the world and the environment. In short, Araling Panlipunan is
education for citizenship.
The grade level standards are more specific than the intended Araling
Panlipunan outcomes. But together with the scope/content, they have to be aligned to the
 Certificate No. AJA19-0226

intended outcomes. The content is taught following the spiral progression approach, an
approach that teaches the same essential content but treated in an increasing complexity
across the grades.

The Guiding principles in teaching Araling Panlipunan can be summarized in the Acronym
M.A.V.I.C. Meaningful – Active – Value based – Integrative – Challenging.

For meaningful, active, value based, integrative and challenging Araling Panlipunan
teaching, the following approaches are employed; 1.) Constructivist 2.) collaborative
learning 3.) experiential and contextual learning 4.) thematic approach 5.) conceptual
approach 6.) integrative 7.) interdisciplinary and multidisciplinary approaches of teaching.

Several Methods and techniques flow from these approaches. Examples are;
1.) Tri-questions 2.) Lesson Indigenization 3.) Multiple Intelligences and Learning
Style 4.) Survey Interview 6.) Service Learning.

V. SELF-ASSESSMENT QUESTIONS

1) The word “maka-diyos” is missing in the intended outcome of the teaching of

Araling Panlipunan. If given the choice, would you like to add it? why or why not?

2) The Enhanced Basic Act of 2013 (k to 12 Law) states that curriculum should be
“culture-sensitive”, “contextualized and global”. To which guiding principle do these
relate? Explain.
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3) Select from the Araling Panlipunan Curriculum Guide competencies which can be
taught by the use of the following method/techniques:
a) Tri-Questions
b) Lesson indigenization
c) Multiple Intelligence and Learning Style
d) Survey/Interview
e) Service Learning

References:

Principle of Teaching 2
bit.ly/kto12curriculum